CONTEMPORARY THEORIES OF INTELLIGENCE (And Implicit Theories) Flashcards
Comparison to U.S. Views (Sternberg, 1981)
Americans see intelligence as? (Three factor)
Practical problem-solving
Verbal ability
Social competence
___________ intelligence theories focus on academic achievement and problem-solving.
__________ cultures emphasize moral intelligence and social harmony
Western
Eastern
Difference between cultures in conceptions of intelligence have been recognized for some time by Gill and Keats (1981). Like:
a. ____________ university students value academic skills and the ability to adapt to new events as critical to intelligence.
b. _________ students value practical skills as well as speed and creativity. Dasen (1984) found them to emphasize both social and cognitive attributes in their conceptions of intelligence.
Australian
Malay
Intelligence in Buddhism & Hinduism
Intelligence is seen as a mix of:
___________ (waking up, recognizing, noticing)
___________ (comprehension, determination, emotional awareness)
Intelligence includes mental effort, feelings, and opinions, not just academic skills.
Awareness
Understanding
___________ cultures and their schools emphasize what might be called technological intelligence, things like artificial intelligence and so called smart bombs (a radio-controlled or laser-guided bomb, often with a built-in computer.) are viewed, in some sense, as intelligent, or smart.
Western
The _________ emphasis on speed of mental processing is absent in many
cultures.
Western
Chinese Views of Intelligence
___________ Perspective → Intelligence is about morality and doing what is right.
____________ Perspective → Intelligence is about lifelong learning and enthusiasm for knowledge.
___________ Perspective → Intelligence requires humility, freedom from rigid judgment, and deep self-awareness.
Confucian
Western
Taoist
TRUE OR FALSE
Intelligence is perceived differently across cultures, making it hard to define universally.
TRUE
third, it overlaps with both luoro and reiko and roughly translated, means thinking.
= it refers to the thought processes involved in caring for other people.
Paro
means comprehending and understanding
= it points to the child’s abilities to comprehend
= ability grasp what is appropriate and inappropriate in a situation.
= For a teacher in school it means that a child runs and errand as told.
Winjo
_____________ reviewed a Chinese philosophical conceptions of
intelligence.
Yang and Sternberg (1997a)
Scholars like _________, ________, _____, ___________ and ___________ emphasize that intelligence is not just about IQ or academic ability but also about:
- Learning and adaptation
- Metacognition (thinking about one’s own thinking)
- Understanding and controlling oneself
Sternberg
Jensen
Hunt
Butterfield
Detterman
Second main quality of children and people in general. It emcompasses a whole field of concepts roughly corresponding to social qualities such as respect and care for others, obedience, diligence, consideration,and readiness to share.
Luoro
The concept of ________- can be translated as intelligence, smartness, knowledge, ability, skill, competence, and power.
Rieko
________ conceptions of Intelligence: revolve largely around skills that help to facilitate and maintain harmonious and stable intergroup relations; intragroup relations are probably equally important and at times more important.
Africa
THREE factors underlying Chinese conceptualizations of intelligence (found by CHEN,1994)
a. Nonverbal reasoning ability
b. Verbal reasoning ability
c. Rote memory (habitual repetition of something to be learned)
